Copyright © 2003 Americas’ SAP Users’ Group

How Intel Learned APO

Joan O’Connor

Intel Supply Applications Training Manager

May 20,2003

Objective

Share how Intel Corporation used the concept of “boot camp” training to proliferate the knowledge of modeling in SAP’s APO-SNP module.

Focus of this presentation will be on the training of APO

No technical setup beyond training tools will be discussed

Agenda

Introduction – “The Problem”

Bootcamp

History

Basic Background on APO

Master Data

The Model

Solving the Solver

Assessments

Summary

Introduction

Our 1st implementation of APO was in Sept., 1999 The training went well without a hitch

Only 2 modelers (who were involved with testing)

End-user impact was only to read reports

Modelers handled all master data and troubleshooting

Our 2nd implementation was due in Jan., 2000 Four trainers involved in writing training material

Trainers had no mastery of software

Relied on Business Analysts from the project to glean content for training material

•Introduction

•Bootcamp

•Assessments

•Summary

•Introduction

•Bootcamp

•Assessments

•Summary

The Problem

For the 2nd implementation, a larger product line was chosen Increase in modelers (not all involved in testing)

Target audience was now overseas

Few Software Experts Across Project Core Business Analyst team worked twelve hour days to setup

and trouble-shoot model

Of 30+ people on the project, only 5 had software mastery

Training team unable to get subject matter experts’ time to develop content

Testing team unable to meet testing benchmarks

Implementation was cancelled

The Training Problem

The software was not intuitive

Trainers became confused on the master data setup

Relied on copy of production model for training purposes

Trainers unable to explain outcome of solver

SAP training classes were too generic

•Introduction

•Bootcamp

•Assessments

•Summary

Bootcamp - History

Post-mortem zeroed in on main crux of problem – the entire project team had limited software knowledge of APO

Hired SAP consultant to lead trainers in creating a “Bootcamp” class Consultant led team, suggested framework for the class

master data instruction followed by modeling and troubleshooting

daily summary hour where students recapped information class to last 4 weeks strict adherence to schedule certification test at the end of the course

•Introduction

•Bootcamp

•Assessments

•Summary

Bootcamp – History (cont’d)

SAP Consultant was our contact to software developers

He acted as conduit to SAP experts when we had questions

Sometimes there was a delay in response from the SAP folks which encouraged our trainers to master the software on their own

Key learning: Trainers assigned to bootcamp class creation had to have strong analytical skills

Of the 4 original trainers on 2nd implementation project, only one worked on bootcamp. One other was chosen for her analytical ability and a third was chosen for manufacturing expertise.

•Introduction

•Bootcamp

•Assessments

•Summary

Structure of the Class

Prerequisite web course on introduction to APO

Prerequisite web course on master data

Master Data Bootcamp Class

Create models

Run solver to test Master Data setup

Advanced Modeling Bootcamp Class

Different business scenarios

Exploration of Solver

•Introduction

•Bootcamp

•Assessments

•Summary

Basic Background on APO

APO is an analysis program used to determine the best constrained based schedule for our factories

It uses demand, parameters, capacity and a solver to project the optimum supply schedule

APO

CustomerOrder Supplier

Capacity and other parameters from Factories

Marketing Demand

Supply Schedule

•Introduction

•Bootcamp

•Assessments

•Summary

1) Need for Master Data

APO needs the supply chain to be modeled in order to solve. To set up this model, master data had to be entered.

Some master data like locations were a one time setup

Almost everything else required weekly changes

Location

PPM

ResourceProduct

Master Data included factory location, names of products, resource capacity and Production Process Models that link all the aforementioned together.

•Introduction

•Bootcamp

•Assessments

•Summary

Teaching Master Data

We broke up the master data training into three modules:

Products

Resources

Production Process Model (PPM)

To save time, we created a web course that explained the fundamentals of setting up each of these master data items and made the course a prerequisite.

•Introduction

•Bootcamp

•Assessments

•Summary

Master Data as Prerequisite

Using our own Learning Management System, we could keep track of who took the class and whether or not they finished the web course.

Only students who completed the prerequisite could attend bootcamp.

Bootcamp was a hands on class where we reinforced what the student learned in the web course.

The students created their own models by entering all the master data

•Introduction

•Bootcamp

•Assessments

•Summary

2) The Model

The trainers tried to teach the students how to model using the production model of the 2nd implementation.

This supply chain required master data setup of at least 400 PPM’s.

This was the production model for the 2nd implementation.

A11

T33

A06

A23 T93

T66

T31

A13E-VSL

WMYA

CR01

WMNB

E-VFAB

VDL

866850800

866850800

866850800

866850800

•Introduction

•Bootcamp

•Assessments

•Summary

Training the Model

It is essential to keep the model simple when introducing the topic

This model required 4 PPM’s

It still allowed us to compare effects on schedule due to capacity issues or transportation priorities

It also allowed us to show effects of down binning

This is the model we used for bootcamp.

Fab 1

Fab 2Assy Test

866

850

800

VDL

•Introduction

•Bootcamp

•Assessments

•Summary

3) The Solver

Before the bootcamp class, the trainers could not explain the outcome of the solver

This was key to acceptance of the software by the end-user

Our current business practices require us to reconcile and track the fluctuations in scheduling. To explain that the solver was a “black box” was considered unacceptable.

•Introduction

•Bootcamp

•Assessments

•Summary

Training the Solver

Ideally the solver class was given a few weeks after the student had taken the master data class

The solver class was made up business scenarios involving the changes in demand, resource capacity and transportation priorities.

•Introduction

•Bootcamp

•Assessments

•Summary

Using Scenarios with the Solver

We explained how the solver worked then had the student predict the outcome before we ran the solver:

Location Product 2/22 2/23 2/24 2/25 2/26 2/27 2/28 3/1 3/2i XX-TEST-VDL-866

i XX-TEST-VDL-850

i XX-TEST-VDL-800

o XX-TEST-VDL-866

o XX-TEST-VDL-850

o XX-TEST-VDL-800

i XX-ASSY-TEST

o XX-ASSY-TEST

i XX-FAB-ASSY

o XX-FAB-ASSY

i XX-WAFER

o XX-FAB-ASSY

i XX-WAFER

VDL

XX-Test

XX-Assy

XX-Fab1

XX-Fab2

•Introduction

•Bootcamp

•Assessments

•Summary

Explain the Terminology

SAP used terminology in their Planning Tables that was not familiar to our users

We spent time defining the terminology and created a cheat sheet for their use.

•Introduction

•Bootcamp

•Assessments

•Summary

Assessments

The students fulfilled the master data prerequisite by passing a final quiz on the web course.

The student could take the course and the quiz as many times as they wanted but we insisted on a passing grade as the ticket in.

•Introduction

•Bootcamp

•Assessments

•Summary

Review by Assessment

For the advanced modeling class, we quizzed the students at the start of the class to review the navigation

The students filled out a worksheet and checked their own answers. If they had errors, they received help or were advised to retake the class at a later date.

The last scenario was done at their desks following the last day of the class. We ran a phone conference follow up session to check results.

•Introduction

•Bootcamp

•Assessments

•Summary

Summary

In the first year we introduced APO Bootcamp, we taught over 300 students. This resulted in a saving of over $1 mil. in the first year of this program

We also customized the course using real product names, resources and locations common to Intel which made it easier for the students.

•Introduction

•Bootcamp

•Assessments

•Summary

Key Learning

Trainers must be analytical

Some trainers will not be able to teach this class, regardless of presentation skills

Use a simple model

Teach the concepts using a simple model with minimal master data requirements

Spend a lot of time on the Solver

Use scenarios specific to your company or industry

Explain the language of solver

Have students predict outcome before solving

•Introduction

•Bootcamp

•Assessments

•Summary

Copyright © 2003 Americas’ SAP Users’ Group

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Session Code: 4806